a journal of analysis and comment
advancing public understanding of religion and education
(more on the Journal)

Fall 2006
Vol. 33 No. 3

Problems
in the Philosophical Bases of Intelligent Design

Robert
E. Money, Jr.

Within the United States, proponents of “intelligent
design” are seeking to challenge evolutionary theory’s standing as a basic
scientific truth. The immediate goal of this most recent challenge to
evolutionary theory is the same as the goal of previous challenges:to change the educational curriculum that is presented to American high
school students in ways that weaken the rational credentials of evolutionary
theory. On the surface, this is a matter of public educational policy. Yet, upon
reflection, it is clear to any thoughtful person that the “intelligent design
– evolution controversy” implicates a host of important philosophical
issues, including issues about the nature of religious belief, the nature of
scientific belief, and the nature of the relation between religion and science.
Awareness that the controversy implicates these deeper philosophical issues
allows one to understand better not only some of the motivations driving
proponents of intelligent design, but their argumentative strategy as well. And
this understanding, in turn, provides one with more effective tools for
resistance.

Within our democratic form of self-governance, public educational
policies, even those that implicate deep and important philosophical issues, are
decisions that ultimately must be authorized by one’s fellow citizens. I
assume that this collective authorization should proceed on the basis of careful
deliberation and an informed understanding of the basic issues. In this essay, I
seek to address in a general way and without the use of technical philosophical
jargon some of the deeper philosophical issues implicated by the intelligent
design – evolution controversy. My audience is my fellow citizen. My aim is to
convince my fellow citizen that enacting educational policies that mandate or
permit the discussion of intelligent design within our high school science
curriculum is tantamount to failing to take seriously our responsibility to
educate the next generation.